PhiPro Definitions

DEFINITIONS and EXPLICIT KNOWLEDGE      (underlining indicates cross-reference) 

AdeptAs a verb this relates to expert ability to facilitate something.  As a noun it is a person who seems to have more ability to embrace Phenomenology than most.  When related to the Conceptual Zone it involves Divination, or being a seer.  Within Cuinary it is used as a comparison between levels of Cuin, as ‘more or less’ adept with no evaluation as to quality of skill.  Compare with Adroit. 

AdroitAs a verb this relates to exceptional skill at facilitating something.  As a noun it is a person to embrace Innate Knowledge than most.  This may translate as Intuition, Currents, Channeling, near-death or previous-life experience.  See Tribal Knowledge and Global Knowledge.  Compare with Adept. 

AutomaticityA level of knowledge ‘comfort’ in which it is applied automatically to Practical situations and problems.  Knowledge becomes Tacit at this point, but Tacit Knowledge can also come from Proximal Sources such a Intuition or Adeptness without Transitional Learning.  This is similar to Understanding, but is experientially based.  The ability to function at this level is limited by Phinominal Expansion.  

ActualizationThe process of bringing something into existence or obviating its importance.  It is most critical here as a concept of self-actualization – achieving a higher potential of being.   In Mazlow’s Needs Hierarchy, this is only achievable after more basic needs are met.  Within our ‘gimee’ society, this
never happens for most people.  Within the Cuinary it is achievable through a shift of relative importance of many things – magick being one of them.   

AlchemyThe process of transferring information from one of the Proximal Zones into the Practical Zone where it becomes science.  Related to the origin of chemistry.  Historic focus is on the transmutation of metal and search for the Philosopher Stone which could control all knowledge.  See arcane magic. 

BeliefThis has a dual meaning which minimizes its value to Transitional Learning.  It can be the ‘state of believing’ and relate to specific item of Information used as Explicit Knowledge; or as value/faith based construct erroneously treated as Knowledge or Wisdom.  In popular usage, a ‘belief’ is strongly linked to dogma, and used as an excuse for NOT pursuing personal actualization.  

BelievingA step in Transitional Learning between Information and Knowledge.  Its importance is in relationship to ‘knowing’ as a state of informational facility.  In Knowledge Management it is equivalent to Explicit Knowledge.  Epistemologically, ‘to believe’ means “as life” – allowing someone else’s experience to give relevance to a concept.  Within Cuinary disciplines, this involves considerations of trust, integrity and congruency. 

 

Conceptual ZoneOne of six areas of Knowledge in the Trebusca Lantern Structure.  This most closes relates to traditional concepts of a ‘magickal realm’.  See Alchemy, Proximal, Embrachure and Adept. 

CongruencyAn attribute of a Cuin.  A concept of logical integrity and uniformity between words and action, logical constructs and value orientation, ‘what you do’ and ‘who you are’, or any combination of these. 

Constructivist A Learning Paradigm based on a LEARNING ENVIRONMENT in which the student is an active participant in learning content and methodology.  The teacher is a mentor, guidance counselor or partner in this process.  This process combines Instrumental and Functional learning.  This is generally equated with “self-directed” learning.  Compare Traditionalist. 

Covenant ZoneOne of six areas of Knowledge in the Trebusca Lantern structure.  It is above the Ethereal Zone and equivalent to Divine.  It contains the rules of Attention.  It is Unity compared with Nothingness in the Phi definition and symbol, which is a rule of Covenant. 

CuinOne wise in multiple Knowledge Zones.  An internal substitution for the terms wizard, sorcerer, ceremonial magician, witch, etc. in an attempt to shake off subjective baggage attached to such terms.  It is derived from Alcuin of
York, an example of one who practiced many of the attributes of Cuinary. 

CuinaryThe process of becoming more like a Cuin.  This is a combination of Transitional Learning, Doin’Cuin and Phinominal Expansion.  See  Relative Magick and Embrachure. 

CurrentsA concept that people are connected by flows of energy related to themes or values that can result in a form of communication or remembering throughout time.  Popular in magickal discussions is the Myrddin Current connecting all ‘wizard types’.  To become a Cuin would be ‘touching the Current’. 

DataAny form of organized energy or thought, identifiable but lacking in relevance or importance except to itself.  A conscious identification of a thought or idea as the first step in Transitional Learning. Often confused with Fact and Information.  Within this book it will be used interchangeably with ‘fact’.  It has no value, but can clutter deductive processes and mental storage.   

Differentiated InstructionAn approach to planning so that one lesson is taught to the entire class while meeting the needs of each student individually.  Focused instruction is guided by self-directed learning. 

DivinationWithin this book it is any process of arriving at a conclusion by accessing information from the Proximal Zones; and to those specific categories of being a ‘seer’: Legitimate, Demonstration and Fraudulent. 

Divine ZoneOne of six areas of Knowledge in the Trebusca Lantern structure.  It is equivalent to Source or Light in metaphysical reference. 

Doin’Cuin‘Doing the work’ following the Cuinary.  This is Situated, Relational and person, and therefore beyond specific definition.  This includes observing Phenomenology to gain wisdom. 

Educational TechnologyA field of study and practice that is conventionally conceived in light of its two constituent words.  First, it is concerned with the educational aspects of technologies and not the myriad uses of technologies in modern society.  Second, it examines those aspects of education that are crucially dependent on technologies . 

EffectivenessThe measurement of quality of production in a constrained environment.  Often equated to ’skill’ in a business setting.  In KM, the degree of functional usability of knowledge transferred from tacit to explicit forms.  There is a traditional view that there is always a trade-off between effectiveness and efficiency.  Usually measured and evaluated using Quality Assurance systems.  Often aligned with Differentiated Instruction. 

 

 

EfficiencyThe measurement of quantity of production in a constrained environment.  Often equated to ‘rate’ in a business setting.  IN KM, the volume of data that can be processed into information or Explicit Knowledge.  Usually measured with Quality Control systems.   Dogma represses efficiency.  

EmbrachureAn envelope of wisdom comprised of the Trebusca Knowledge Zones of Practical, Conceptual and Innate – those capable of being ‘imagined’ or ‘conceived’.  There are encased by the Ethereal Zone which acts both as a buffer between the Divine and Covenant Zones, and applies pressure on the envelope which will cause transference of information from the Proximal Zones into the Practical.  This is called Magick within the Cuinary. 

Emergent LearningKnowledge acquired through observation and functional processes without formal guidance.  See Transitional Learning.  Often, the emergence of a new thought or concept for an individual is viewed as a spontaneous linkage of previously discordant data – inspiration if you will.  Within the Cuinary construct, this may also result from ‘seepage’ from the Proximal Zones – the possibility of which can be enhanced by a process called Propengicks. 

EpiphenomenaAn inexplicable occurrence or event attributable to deity.  Knowledge from the Ethereal Zone.  Often considered as proof of God. 

 

Ethereal ZoneOne of six areas of Knowledge in the Trebusca Lantern structure.  It falls above the Proximal Zone and beneath the Divine and Covenant sources of Knowledge.  It encases the combined Zones of ‘imagination’; Practical, Conceptual and Innate in an envelope of
wisdom call Embrachure. 

Explicit Knowledgeknowledge which “can be expressed in words and numbers and shared in the form of data, scientific formulas, product specifications, manuals, universal principles, etc. This kind of knowledge can be readily transmitted across individuals formally and systematically.”  Usually taught instrumentally. 

ExercisesSuggested practice and diversion throughout the book a part of Experience.   

ExperienceAn essential activity in Transitional Learning and Knowledge Management to convert Explicit Knowledge into Tacit Knowledge.  This may be empirical or scholarly, but not trust based.  See understanding and wisdom. 

FactSee Data.  There is a fine distinction in informational theory, but within this book they will be used interchangeably. 

 

 

FunctionalLearning methodologies concerned with deductive processes and incremental building of knowledge on prior learned precepts.  Compare Instrumental.  Widely used in Constructivist Learning.   

Global KnowledgeA theory that all of humanity is linked by shared gestalt energy or knowledge.  There is even an international study of global pre-knowledge of disasters or earth-trauma.  This theory is consistent with Trebusca and Proximal Phenomenology.  Its useful implication is that everyone is slightly Adept and Adroit.  Thus Cuinary processes do not instill any new abilities, but only accentuate natural abilities.  Compare with Tribal Knowledge.   

InformationOne of the steps in Transitional Learning.  Data/facts given value or relevance through association with memory or other validated information.  Information can become either ‘believing’ or ‘knowledge’ through processes of credibility (trust) and experience.  It is literally data ‘in-formation’ and has value even if considered immediately useless.  See Intuition. 

Innate ZoneOne of six areas of Knowledge in the Trebusca Lantern Structure.  It relates to ‘forgotten knowledge’, tribal memory, global memory, Currents, intuition and instinct.  See Embrachure, Proximal and Adroit. 

InstinctKnowledge from the Innate Zone that is subconsciously automatic, often in response to fear, panic or survival.  Usually considered common to all people but can be culturally specific.  Compare with Tribal Memory. 

InstrumentalLearning methodologies concerned with inductive processes and trial-and-error re-enforcement.  Important to Self-directed Learning and Empirical study.  Most pre-school learning is Instrumental.  Compare with Functional.  

IntegrityAn Attribute of a Cuin.  ‘To always do what you say’, but expanded herein to include Accountability. 

Interpersonal DynamicsThe communication, or lack of, between
individuals by any means: verbal, non-verbal, psychic or physical. 

Intuition – intuitiveA logical process, usually Inductive, utilizing information or knowledge other than traditional memory or experience.  Often confused with Instinct or Tribal Memory.  To rely on ‘gut feeling’ as apposed to rational decision making processes. 

Knowledge and KnowingA step in Transitional Learning and a major component of the Trebusca hierarchy.  Its meaning is Situated and Relational, and therefore devoid of value without context.  The state of ‘knowing’ is only relevant in contrast with ‘believing’.  

 

Knowledge ManagementKnowledge management is a complex discipline involving the management of information, and the management of people from the perspective of both the individual and organization.  The practical definition varies according to whether the practitioner came from a computer/IT environment, or a sociological/business/management venue.  KM can therefore be an ‘object’ or a ‘process’ or both.  There is confusion over meaning and terminology in the two fields and any integrated solution requires agreement on basic epistemology. 

Lantern StructureAn application of Trebusca using a cube structure to show relationships between attributes of knowledge and personality traits.  A theory of Interpersonal Relations based on Reflectionism.  

MagicPerformance magic as an art form or entertainment, in contrast with Arcane Magic or Magick.  Traditionally this includes conjury, slight of hand, prestidigitation, mentalism and illusion.  Most alchemy demonstrations and practice is magic tricks. 

Magic (Arcane)The attribution of magickal events or phenomena to supernatural or occult connections.  Sometimes called Black Magic.  It often uses magic as a misrepresentation of Magick – a potentially fraudulent practice.  The concept of ‘doing magick’ is logically excluded from the Cuinary, while acknowledging that certain religious practices use Arcane Magic as a transitional part of ritual.   

 

MagickThe meaning of this word is both Situated and Relational, and therefore intensely personal.  One purpose of this book is to support each seeker to establish their own working definition of Magick.  In a general sense within these pages, the term applies to Information or Knowledge in the Proximal Zones that is mysteriously manifest in the Practical Zone as Phenomenology.  Traditionally, the attempt to transfer Magick to the Practical Zone is Alchemy, wherein it becomes science.  The process of increasing the likelihood of this happening (propensity) is called Propengicks, as limited by Phinominal Expansion. MagickalA generically inert term for anything that occurs that defies normal or obvious explanation to some of the observers.  This indicates that Magick might be the cause of the phenomena, but admits to science, magic, epiphenomena, dilution and intoxication as alternative explanations.  This term also is used to describe a ‘feel good’ experience without allusion to cause.    

Magic 24A matrix of 24 cells, usually 6X4 derived from the Trebusca orientation.  The factors of twenty-four are also important in defining a project or problem, or for explaining a divination process. 

PhenomenologyA sensed event or
group of related experiences.  Within this book this term will be synonymous with ‘magickal phenomenon’, with the inference that is was not sensed by everyone, nor replicatable by science.  

 

Practical ZoneOne of six areas of Knowledge in the Trebusca Lantern Structure 

PresentimentThe offering of a seer in divination.  This may be a prediction, a warning or a task or quest. 

PropengicksThe propensity for magickal phenomena (Phenomenology).  A Cuinary focus is to increase this propensity though Embrachure or Phinominal Expansion.  Wisdom automatically increases Propengicks, while any increase in adeptness or adroitness translates into wisdom external to Transitional Knowledge.  Similarly, increased Adeptness can be accompanied by increased Adroitness, and visa versa, indicating that the distinction between the Conceptual and Innate Zones being merely a convenient logical fiction. 

Proximal ZonesRelated to the six areas of Knowledge in the Trebusca Lantern Structure.  It is comprised of the Conceptual and Innate Zone, and are the ones from which Knowledge can ‘seep’ into the Practical Zone.  See Embrachure. 

Relational – relativeThat state of being logically and intrinsically linked to another concept, person or value.  May also imply a hierarchical status. 

 

 

 

Rational ArmamentPre-planned and congruous answers for challenges to one’s beliefs and arguments.  The can form a ‘screen of logic’ which filters data and information, or installs health skepticism over believing. 

ReflecticA logical process essential to the Cuinary based on integration of the Dialectic process and Reflectionism.  Also a name for a poem or paragraph used in this process. 

ReflectionismA philosophy ‘in’ life based on the reflecting of ideas off of other people for validation.  See Relative Magick. 

Relative MagickA concept (paradigm) that Phenomenology is relative to Zones of Knowledge, Interpersonal Dynamic and wisdom. 

Sakin’el“Silent Breeze” – “Search for
Inner Peace” – both meanings from ancient Turkish. The name of our eclectic retreat center in
Knoxville, TN, USA.  Here can be found our home, Tegsh; and the

Henge
Garden in which faucon and Lady Emrys were married.. 

Scaffolding A concept related to Vygotsky’s “zones of proximal learning” related to a ‘minimal base of understanding’.  Explicit Knowledge is considered scaffolded when it meets some
group standards of uniformity.  High school graduates are assumed to be scaffolded in a variety of subjects. 

Self-directed LearningPrimarily associated with Constructivist models in which the student has a large degree of control over both the content and methodology of learning.  Also concerned with motivating learners to explore, succeed and understand, and to harness knowledge in the service of learning.  All work within this book is self-directed since the use of Exercises and the reading flow is completely within the reader’s control. 

Situated – situationalLearning that normally occurs as a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most learning activities which involve knowledge which is abstract and out of context.  Situated learning is a general theory of knowledge acquisition. Such learning requires social interaction and collaboration – the Experience component of Duin’Cuin.  Within the Cuinary, this factor is important to making knowledge relevant. 

Tacit Knowledge“highly personal and hard to formalize…is deeply rooted in each individual’s actions and experiences, as well as in the ideals, values and emotions they embrace.”  The beginning learner acquires knowledge in the form of receiving explicit knowledge from ‘believed sources’ during the learning process. Through repetition, the phenomenon of “automaticity” occurs, in which the knowledge becomes intuitive to the learner progressing forward to reach an expert (Cuin) level.  Eventually, the knowledge becomes tacit because it can be remembered by the learner without job aids or references. 

TegshThe ideal sought balance between spirit and humanity, from Mongolian Shamanism.  The ‘g’ is silent, but glottal. 

TraditionalistA Learning Paradigm based on a Knowledge Environment in which the student is a passive participant in the learning process, largely based on a directed transfer of knowledge from the teacher, who is in control of the process.  This process is largely Functional.  Often call “Directed Learning”.  Compare Constructivist. 

Transitional Learning – KnowledgeThe migration of knowledge integration through the steps of Data, Fact, Information, Belief, and Knowledge.  Also, the transfer of scaffolded explicit knowledge to tacit knowledge, which may involve emergent learning as well as value integration. 

TREBUSCAAn ancient process of organizing any project into 24 sub-categories, usually 6X4.  This is called The Magick 24 and was used in divination as well.  Here it is used to explore the Attributes of Knowledge. See Lantern Structure. 

Tribal Knowledge – memoryA widely held concept that in addition to instinct, all people have some cultural memories that may serve under certain survival situations.  This may only
indicate a heightened adroit ability, or may result from cultural pride.  Cultures using linear story telling seem to have less tribal memories than those based on layered story telling mythos.  Compare with Global Knowledge. 

UnderstandingA step in Transitional Learning beyond Knowledge,  which requires congruency with value orientation.  Epistemologically this means ‘to stand under’, which requires congruency, relevance and rational armament. 
Wisdom is based on understanding rather than just Tacit Knowledge. 

WisdomThe ability to apply knowledge in ways that exceed the Practical limitations of Transitional Learning.  This includes the Intuitive use of Tacit Knowledge within a Cuinary approach.  A person with the conscious ability to embrace knowledge from the Proximal Zones is a Cuin or (wizard).  See Understanding. 

WizardA concept of an ideal state of meta-knowledge of Magick in form and application.  The study and approach to this state is Wizardry, also called by other names including Cuin.  The term is not used in this book because of all of the subjective baggage attached to this concept.Treat it as mythical construct, and be wary of anyone claiming to be one – this claim alone would prove ‘it ain’t so’. 

WizardryAn acceptable term for one pursuing understanding of meta-magickal concepts.  A statement such as, “I wish to study wizardry,” carries a useful semantic message.  Saying, “I want to be a wizard,” does not.